What is Speech and Language?

  • Expressive Language

    Expressive language is the way we communicate using words, gestures, and body language. It enables us to put our thoughts into words to express our needs, wants, and desires. Expressive language refers to both spoken and unspoken communication as well as the grammatical structure of our language (syntax). A child with an expressive language delay may have a limited vocabulary, have difficulty naming objects, asking questions, commenting, using gestures and facial expressions, using appropriate grammar, and may speak in noticeably short and simple phrases in comparison to their peers.

  • Receptive Language

    Receptive language is how we comprehend and understand spoken, unspoken, and written language. In typical development, a child will understand language before they are able to produce it. A child who has a receptive language delay may not respond to their name, have difficulty following directions and understanding simple gestures (e.g., pointing, head nods), answering questions, identifying objects and pictures, and the comprehension of verbal and written information.

  • Articulation

    Articulation refers to a child’s ability to produce speech sounds. By 2 years old a child should be 50% intelligible to an unfamiliar listener, by 3 years old 75% intelligible, and 100% intelligible by 5 years of age. A delay in speech is often linked recurrent ear infections, malocclusion, or a tongue thrust. However, in many cases there is no known cause for speech sound delay.

  • Stammering

    People who stammer may have a hard time getting a word out (blocks), repeat parts of words (repetitions), or stretch a sound out for a long time (prolongations). They may only demonstrate one or all of these characteristics of stammering. Stammering can appear and disappear during a child’s language development, but if the stammer has persisted for over 6 months it is recommended that you see a Speech and Language Therapist.

  • Social Skills

    Social skills or pragmatic skills refers to the way we communicate both verbally and non-verbally. Body language, eye contact, body orientation, tone of voice, and appropriately initiating and maintaining conversations are all important elements of social skills. At LVSLT we help foster your child’s social skills by incorporating their unique strengths and interests while building their confidence so that they can form meaningful relationships with others.

  • Literacy

    There is a proven causal relationship between language development and literacy. Spoken language skills, the ability to hear and discriminate between sounds in words, and listening comprehension are all early precursors to successful reading. Therefore, addressing your child’s early language needs is integral to later academic success.

Pricing

 

£110 - 50-minute Session

A 50-minute speech and language session addressing your child’s needs along with monthly emailed progress updates and carry-over activities to generalise skills targeted in the sessions.

£85 - Speech Sound Screener

A short speech sound screener to determine if your child’s speech sound inventory is age appropriate, and if not, a simple treatment plan to address their speech sound delays.

£320 - Full Speech and Language Assessment

A full assessment is a comprehensive overview of your child’s speech and language skills. Depending on the child’s age. both formal and informal means of assessment is used to determine your child’s strengths, needs, and specific targets that will guide the therapeutic process.

Meet Maggie Conlon

Maggie has a Master of Science in Communication Sciences and Disorders from Adelphi University in New York City, and an undergraduate degree in Cultural Studies from Eugene Lang College in New York City. She has worked as a Speech and Language Therapist for over 9 years.

After graduate school, she started her career in District 75 at the Department of Education (DOE) in New York City working exclusively with students with Autism. This provided her with an opportunity to work in close collaboration with classroom teachers, other allied therapists, support staff, and parents/care-givers to provide a comprehensive educational and therapeutic approach. During her time working for the DOE, she was selected to be a member of the Collaborative Action Research Project (CARP) investigating the role of video modeling to support pragmatic skills of students with Autism.

During her time in New York City, she also gained experience working in early intervention services by providing in-home therapy and parent training for children as young as 1 year old. Working in early intervention has become a particular area of interest for her.

After relocating to London in 2019, she worked for a private therapy practice providing assessments and therapy for children 2 to 11 years-old. This experience broadened her exposure to working with both neurotypical and neurodivergent children with various speech and language needs, and allowed her to further develop her interest and experience in working in early years development.

Holistic therapy is integral to Maggie’s approach. Providing therapy in a variety of settings, sharing detailed feedback and recommendations to both parents and teaching staff, developing meaningful engagement and enjoyment around social interaction and language, and implementing strategies in variety of settings with numerous communication partners, is key to making lasting gains in speech and language.

Maggie has her Certification of Clinical Competence from The American Speech-Hearing-Language Association (ASHA). She is a current member of both the Health and Care Professions Council (HCPC) and the Royal College of Speech and Language Therapists (RCSLT), and is also a member of the Association of Speech and Language Therapists in Independent Practice. In her spare time, Maggie enjoys reading, cooking, traveling, and spending time outdoors with her family. She appreciates the greenery of London and loves spending time exploring the city and all the UK has to offer!

Meet Tara Mofarah

Tara is a Speech and Language therapist who earned her Bachelors of Science in Speech and Language therapy from Birmingham City University in 2020. During her time as a practitioner Tara has gained experience in a range of areas and needs and has a particular interest in speech sound disorders, bilingualism and is specialising in Early years and language development. Tara is bilingual herself and speaks Farsi, she has a passion for helping children find their voice and build their confidence. 

Tara has worked for a private therapy practice providing bespoke and detailed assessments as well as therapy for children between 2-18 years old. She has worked with children with an extensive range of needs, including autism and Down’s syndrome. Tara has build her holistic practice skills by working directly and closely with parents, teaching staff and children’s carers to ensure all therapy practices are carried over and impacting children’s every day life. Tara has also carried out training in managing behavioural difficulties, Speech Sound Disorders, the Zones of Regulation and has attended Diversity workshops with the Royal College of Speech and Language therapy and has been involved in a study regarding the prevalence of diverse populations within speech therapy. 

Tara is a current member of the Health Care Professional Council (HCPC) as well as the Royal College of Speech and Language therapy (RCSLT).

In her spare time Tara enjoys outdoor nature swimming, reading and exploring food markets and new areas of London with her friends and family. 

Contact

Feel free to contact us with any questions.

Email
maggie@littlevoicesslt.com

Phone
+44 7493 386500